The Key Stage 1 (KS1) area includes Year 1 and Year 2 classes, with students ranging from 5 to 7 years old. We have two classes per year level. The maximum class size for this year level is 22 students.
Children learn through a stimulating, inquiry-based curriculum with a balance of discovery, play and structured work times. Literacy and mathematical skills are developed within a supportive, enjoyable framework. Other curriculum areas are embedded in the programme.
As well as the spacious, air-conditioned classrooms, we have an undercover area at the back of the classrooms. This space is ideal for wet-day play, independent group work and an additional workspace for students.
Being part of a larger school, students in KS1 play in the large primary playground during break times. Our playground is shaded by trees and has climbing equipment, swings, slides, and nets. There are various other grass spaces and leveled terraces for children to play too.
Children in KS1 start school at 8.20am. Children are encouraged to be responsible for their belongings, such as school bags, water bottles, and home reading books, so the first part of the day is set aside for these organisational skills. The morning play break is at 10am and lunch is from 11.50am to 12.50pm. The school day for KS1 students finishes at 2.20pm.
Most learning for KS1 students happens in their home-base classroom; however, we have specialist teachers for PE, Swimming, Music and Indonesian. The class teacher provides families with a class weekly timetable.
Our young students are learning about independence and responsibility but do need more assistance than older students. Because of this, we keep our ratio of children to adults low and each class has one full-time teacher and one full-time qualified teaching assistant.
Our curriculum is based on the English National Curriculum and the Indonesian National Curriculum. We use an inquiry-based learning model as our framework for teaching and learning. Students learn by exploring the world around them and making connections. They are provided with learning experiences and encouraged to ask questions about what they are doing.
Most learning for our younger students happens with the classroom teachers but Music, Indonesian, PE and Swimming are taught by qualified specialist teachers.
As well as the core subjects of Literacy and Mathematics, other curriculum subjects are incorporated into the programme through Units of Inquiry.
Other curriculum subjects are:
- Art and Design
- Design and Technology
- Physical Education (PE)
- Personal, Social and Health Education (PSHE)
- Indonesian Studies
Units of Inquiry
During the year, the KS1 students engage with four Units of Inquiry, one from each of the following organising themes. Each year, they revisit the themes, focusing on a different aspect and building on a previously acquired understanding of concepts.
Organising Themes for Learning:
Learning to Understand Ourselves.
These Units of Inquiry help students develop understandings about their identity, their development and the ways in which they can care for their emotional, physical and mental wellbeing as they grow. These inquiries explore the ways in which each person can work towards their potential, develop resilience, build healthy relationships and make wise choices for their own safety and health. Inquiries also promote an understanding of creative expression and ways in which people manage and communicate their emotions.
Learning to Understand and Live with Others.
These Units of Inquiry develop students’ understanding of different ways communities (both local and global) are organised and the complexity of people’s lives around the world. Students build their understanding of citizenship and increase their skills for active, responsible participation in societies. In addition, these inquiries provide a context for exploring the ways in which people and places change over time and the importance of learning about the past to understanding the present and plan for the future. These units promote learning about the connection people have with their culture and significance of our cultural lives. Central to these inquiries are the values of social justice, inclusion, and respect for all.
Learning to Understand and Live with the Natural Environment.
These Units of Inquiry help students understand more about the interactions between people and the environment and how the earth’s systems work to support life. Importantly, these units promote inquiries that help children understand more about how the natural, biological world works, as well as the everyday practices and behaviours that will lead to a more sustainable future. The role of science in helping us understand and care for the environment is critical to these units, as is the place of design and innovation in solving and preventing problems that limit sustainability. These units promote curiosity in and a fascination for the diversity within the natural environments and a respect for the resources critical to our survival.
Learning to Understand and Live with the Physical World.
These Units of Inquiry help students develop understandings about the scientific principles and practices that can explain the way the world works. By exploring the physical world, design, and the built environment, students will be engaged in developing both processes and concepts critical to science and technologies. As students work through scientific problem-solving, experiment and gather data, they become aware of the powerful role that scientific inquiry and scientific thinking have in our lives. These units focus on the role of science and technology in relation to people’s needs, wants and values and the impact of scientific inquiry and discovery throughout history.
Assessment and Reporting
Assessment is an on-going process involving giving feedback to students. Teachers are aware of each student’s ability and progress; they are continually appraising them as they teach and interact with each student. Formative assessment is carried out informally by staff in the course of their teaching.
Assessment is used to inform future planning, to ascertain the levels at which students are working and to report to students, parents, and teachers. It is based upon the maintenance of accurate and appropriate records of what individual students have demonstrated and achieved.
Reporting to parents and guardians is done through Parent, Student, and Teacher Conferences in the first term, Student-led Conferences in the third term and written reports at the end of Term 2 and Term 4.
After School Activities
As part of our commitment to promoting a balanced lifestyle, we offer a variety of after-school activities. Please click on the link below to see what is being currently offered. [more information]
Children in our KS1 classes finish the school day being very tired so we recommend a maximum of two classes per week for our younger students.
Enrollment for Key Stage 1
If you would like to make enquiries about enrolling your child in Key Stage 1, please contact our Admissions team: firstname.lastname@example.org.
KS1 students have many special events to enjoy during the year.
In December, students take part in the end-of-year Christmas assembly. Each child gets their glory on the stage.
In Term 3, we celebrate the unique festival of Nyepi with the class making an Ogoh–ogoh for our school parade.
During the year, we also celebrate other cultural festivals, such as Chinese New Year and Idul Fitri.
Throughout the year, we have Primary school assemblies on a Friday afternoon with each KS1 class having a turn to host the event at some point during the year. The class teacher prepares the students to speak, act, dance and entertain the school. Parents are welcome at all assemblies whether their child is involved or not.
Sports Day and Tabloid sports afternoons are events for our students to compete in various activities where they can learn about doing exercise for enjoyment and learn about competition in a positive environment.